Week 3 (Sept. 3-6) Finish up quizzes for Vocabulary Unit 1; begin work for Unit 2 Begin grammar work in chapter 19: Capital letters Introduce "International Dot Day" project Reading Strategies: Knowing who we are as readers, setting goals for reading, becoming active readers
Tuesday, Sept. 3 (C Day)
1. Record reading data in class reading log.
2. Reminders about quizzes that need to be taken.
3. Return Wonder Books?
Mini-lesson:
Directed activity: Who are we as readers? HW: Independent reading
Wednesday, Sept. 4 (D)
1. Index cards: -- Self- assessment: Setting goals for your reading, monitoring your understanding, improving vocabulary (collect)
2. Reading: from Wonder
Mini-Lesson: How to use Reader’s Notebooks and Post-its -- What did you notice? -- Where? (p. #) -- Why was this important?
Practice reading interactively using "sticky note" method HW: Independent Reading, with 3 "sticky note" responses
Thursday, Sept. 5 (E Double)
1. Read "The Dot"
2. Discuss ways to make your mark
3. Introduce International Dot Day project
4. Preview grammar, chapter 19: Capital Letters
5. Review how to add sticky notes and comments to Independent Reading books
HW: Grammar lesson on Capital Letters -- in Resource section on Portal
Single session:
Introduce grammar lesson
Review how to add sticky notes and comments to Independent Reading books
Friday, Sept. 6 (F Double)
See Thursday; continue grammar and vocab work
HW: Complete Grammar: Chapter 19; continue vocabulary work on Unit 2; independent reading
Monday, Sept. 9 (A Day)
Collect reading data for previous week
Students can take Vocabulary Quiz, Unit 2, when ready (tomorrow is last day for taking it during class time
Continue work in English Workshop (ch. 19) and Wordskills (Unit 2)
Brainstorm descriptive words for Dot #1
HW: Prepare for grammar quiz, vocabulary quiz optional (will need to schedule later if not taken on Tuesday)
Tuesday, Sept. 10 (B Day)
Grammar quiz on Ch. 19: Capital Letters
Optional vocabulary quiz (all others to be taken by appointments before lunch or after school)
Brainstorm descriptive words for Dot #1
HW: Complete Dot #1: Include a picture of yourself or of something that represents you (like an avatar). No names should be used.
Wednesday, Sept. 11 (C Day)
Introduce grammar concept: crafting effective sentences (Sentence Workshop)
Practice: Look at precepts from "Wonder" as effective sentences; write your own
Work on Dot #2: Define the problem you want to solve -- as you see it. Make your sentences matter.
(Key word in large print in the middle.)
HW: Complete Dot #2: Define the problem you want to solve. Use effective sentences to surround the key word that defines your problem.
Thursday, Sept. 12 (D Day)
Create "precept cards" based on a quotation or statement you like to live by. Reflect on what the saying mean to you. These will be mailed to a school in Vermont. We'll share them via Skype next week for our International Dot Day Celebration.
Reminders about effective sentences.
HW: Online Grammar Lesson (under Resources) on Chapter 7: Sentence Workshops (begin work in English Workshop)
Friday, Sept. 13 (E Day)
Double:
Go over class participation/independent reading grades
Brainstorm for Dot #3: Who in the world can help you?
Brainstorm first, research if you have time
Continue grammar work.
Single:
Brainstorm for Dot #3: Who in the world can help you?
HW: Complete Dot: 3: Who in the world can help you? Map your problem in the center.
(Note: Don't forget to document any sources that you use on the back: source, url.)
Bulletin: Complete "Connect the Dots" project; celebrate IDD (all permissions should be in by Monday); begin short writing assignment based on "precepts" in Wonder; begin read together book: A Wrinkle in Time
Monday, Sept. 16 (F Day)
Double:
Record independent reading data
Put dot projects together
Go over "precepts" and discuss the procedure and etiquette for Skype
Plan for dot celebration
Continue grammar work
Single:
Record independent reading data
Put dot projects together
Go over "precepts" and discuss the procedure and etiquette for Skype
Plan for dot celebration
HW: Independent Reading; plan to wear dots for IDD
Tuesday, Sept. 17 (A Day)
International Dot Day Celebration
Share and read "Connect the Dot" projects
Skype with Vermont class
Bring special "dotted" snacks, can wear dots (tops and accessories) to school
HW: Independent Reading
Wednesday, Sept. 18 (B Day)
Continue updating reading logs as needed
Discuss impact of International Dot Day
Consider precepts from Wonder: What makes these sayings stand out? Which one matters most to you and why? Is there a saying or phrase you have come across that you consider to be "words to live by"?
Write from your ideas (in your Wonder book) and share (brainstorming)
Continue working in Chapter 7: Sentence Workshop
HW: Find a "precept" that represents the "code you want to live by"; bring it to class tomorrow. Do independent reading with the rest of your LA homework time.
Thursday, Sept. 19 (C Day)
Write from your precept: What is important about it? Where does it come from? What special meaning does it have for you? (Create a good paragraph using precise language and well-crafted sentences.
How to revise:
Adding detail
Cutting what is not needed
Rearranging
Substituting
HW: Revise and improve your "precept" paragraph for tomorrow. Print it out. More independent reading if you have time.
Friday, Sept. 20 (D Day)
"Precepts" paragraphs due.
Create dots for precept cards. Cut out precepts and glue on cards.
Finish in class.
HW: Independent reading
=====================
M 23 (E)
Camp Allen Trip
HW: Finish your Precept Trading Card assignment, if not completed on Friday. Continue with Independent Reading
T 24 (F)
Collect Precept Trading Cards
Housekeeping: Finish correcting quizzes; hand back graded work; collect work together in notebooks
Independent reading in class; update reading log
Introduce "Vision Statements"
Work on Wordskills, Unit 3
HW: Finish Wordskills Unit 3 if not completed in class; do independent reading with any time that is left
W 25 (A)
Mini-Lesson: Writing from Reading:
Continue with chapter 1 of A Wrinkle in Time to demonstrate
Write around -- how do we extend our understanding by writing about what we read?
Collect stickies from your independent reading book and write an extended responses from your responses
HW: Study for Vocabulary Quiz on Unit 3 (Wordskills)
Th 26 (B)
Vocabulary Quiz #3
Begin brainstorming for Vision Statements (these will be used for choosing CEOs of Design Teams)
HW: Finish brainstorming for Vision Statements using handout from class; bring your brainstorming notes to class tomorrow for an activity
F 27 (C)
Mini-lesson: Envisionment
Wondering
What does it look like?
What would you do?
How can you make me feel and experience your ideas?
Drafting of Vision Statements in class
HW: Independent Reading
From 2012
T (C)
Finish, mount, and display projects
Reflection in Composition Notebooks Fresh Start (evening)
W (D)
Writing prompt: 15-minute reflection on "Shiva" project
What did you learn from the process of doing this project? What did you learn about yourself? What bumps in the road did you overcome, and how did you overcome them? What can you take away from this project and apply in the future?
English Workshop, Chapter 7: “Sentence Workshops,” pp. 59-71
What is a sentence?
Write three-word sentences.
Sentence Fragments
Run-on Sentences
Stringy Sentences
Do exercises 1-14 (odd numbers) in English Workshop (Introductory Course) workbook.
Th (E)
Discussion about classroom behavior
Collect Digital Tools Permissions forms
Continue English Workshop, Chapter 7: “Sentence Workshops,” pp. 59-71
Review sentence fragments, run-on sentences, and stringy sentences
Take review quiz
connecting thoughts and combining sentences (inserting words, inserting word groups, using connecting words)
Double Period: Learning Teams meet and produce progress reports; include suggestions for blog name
F (F)
Independent Reading Project: "Twitter" Board (physical posts in 140 characters)
(demonstrate what you have learned from English Workshop, Chapter 7: “Sentence Workshops”
Double Period: Learning Teams meet and produce progress reports
Week 4 (Sept. 10-14) Vocabulary Study, Introduction to Collaborize
M (A)
You will need:
White binder
Composition notebook
Permission forms (if not already turned in) English Workbook
Opener:
Combine these sentences appropriately:
A boy named Scrub isn't happy about having to spend the summer with his grandma in Washington State. His Grandma owns the Intergalactic Bed and Breakfast.
English Workbook, Chapter 7, pp. 65-72 (combining sentences)
Work on exercises 5 and 6 in class; finish for homework.
Please turn in permission forms if you have not already done so.
I will be handing back summer reading assignments. Save these in your white binders as "artifacts" of your learning. Later this week, we will use these to review what you have learned about sentences.
T (B) - F (E)
Ms. Davis was absent unexpectedly due to a funeral out of state. Thanks for your patience with last-minute changes.
Mr. Howard collected and marked exercises 5 and 6 in the English Workbook
Vocabulary study and independent reading for the rest of the week
Finish up quizzes for Vocabulary Unit 1; begin work for Unit 2
Begin grammar work in chapter 19: Capital letters
Introduce "International Dot Day" project
Reading Strategies: Knowing who we are as readers, setting goals for reading, becoming active readers
Tuesday, Sept. 3
(C Day)
1. Record reading data in class reading log.
2. Reminders about quizzes that need to be taken.
3. Return Wonder Books?
Mini-lesson:
Directed activity: Who are we as readers?
HW: Independent reading
Wednesday, Sept. 4
(D)
1. Index cards:
-- Self- assessment: Setting goals for your reading, monitoring your understanding, improving vocabulary (collect)
2. Reading: from Wonder
Mini-Lesson: How to use Reader’s Notebooks and Post-its
-- What did you notice?
-- Where? (p. #)
-- Why was this important?
Practice reading interactively using "sticky note" method
HW: Independent Reading, with 3 "sticky note" responses
Thursday, Sept. 5
(E Double)
1. Read "The Dot"
2. Discuss ways to make your mark
3. Introduce International Dot Day project
4. Preview grammar, chapter 19: Capital Letters
5. Review how to add sticky notes and comments to Independent Reading books
HW: Grammar lesson on Capital Letters -- in Resource section on Portal
Single session:
Introduce grammar lesson
Review how to add sticky notes and comments to Independent Reading books
Friday, Sept. 6
(F Double)
See Thursday; continue grammar and vocab work
HW: Complete Grammar: Chapter 19; continue vocabulary work on Unit 2; independent reading
Monday, Sept. 9 (A Day)
Collect reading data for previous week
Students can take Vocabulary Quiz, Unit 2, when ready (tomorrow is last day for taking it during class time
Continue work in English Workshop (ch. 19) and Wordskills (Unit 2)
Brainstorm descriptive words for Dot #1
HW: Prepare for grammar quiz, vocabulary quiz optional (will need to schedule later if not taken on Tuesday)
Tuesday, Sept. 10 (B Day)
Grammar quiz on Ch. 19: Capital Letters
Optional vocabulary quiz (all others to be taken by appointments before lunch or after school)
Brainstorm descriptive words for Dot #1
HW: Complete Dot #1: Include a picture of yourself or of something that represents you (like an avatar). No names should be used.
Wednesday, Sept. 11 (C Day)
Introduce grammar concept: crafting effective sentences (Sentence Workshop)
Practice: Look at precepts from "Wonder" as effective sentences; write your own
Work on Dot #2: Define the problem you want to solve -- as you see it. Make your sentences matter.
(Key word in large print in the middle.)
HW: Complete Dot #2: Define the problem you want to solve. Use effective sentences to surround the key word that defines your problem.
Thursday, Sept. 12 (D Day)
Create "precept cards" based on a quotation or statement you like to live by. Reflect on what the saying mean to you. These will be mailed to a school in Vermont. We'll share them via Skype next week for our International Dot Day Celebration.
Reminders about effective sentences.
HW: Online Grammar Lesson (under Resources) on Chapter 7: Sentence Workshops (begin work in English Workshop)
Friday, Sept. 13 (E Day)
Double:
Go over class participation/independent reading grades
Brainstorm for Dot #3: Who in the world can help you?
Brainstorm first, research if you have time
Continue grammar work.
Single:
Brainstorm for Dot #3: Who in the world can help you?
HW: Complete Dot: 3: Who in the world can help you? Map your problem in the center.
(Note: Don't forget to document any sources that you use on the back: source, url.)
Bulletin: Complete "Connect the Dots" project; celebrate IDD (all permissions should be in by Monday); begin short writing assignment based on "precepts" in Wonder; begin read together book: A Wrinkle in Time
Monday, Sept. 16 (F Day)
Double:
Record independent reading data
Put dot projects together
Go over "precepts" and discuss the procedure and etiquette for Skype
Plan for dot celebration
Continue grammar work
Single:
Record independent reading data
Put dot projects together
Go over "precepts" and discuss the procedure and etiquette for Skype
Plan for dot celebration
HW: Independent Reading; plan to wear dots for IDD
Tuesday, Sept. 17 (A Day)
International Dot Day Celebration
Share and read "Connect the Dot" projects
Skype with Vermont class
Bring special "dotted" snacks, can wear dots (tops and accessories) to school
HW: Independent Reading
Wednesday, Sept. 18 (B Day)
Continue updating reading logs as needed
Discuss impact of International Dot Day
Consider precepts from Wonder: What makes these sayings stand out? Which one matters most to you and why? Is there a saying or phrase you have come across that you consider to be "words to live by"?
Write from your ideas (in your Wonder book) and share (brainstorming)
Continue working in Chapter 7: Sentence Workshop
HW: Find a "precept" that represents the "code you want to live by"; bring it to class tomorrow. Do independent reading with the rest of your LA homework time.
Thursday, Sept. 19 (C Day)
Write from your precept: What is important about it? Where does it come from? What special meaning does it have for you? (Create a good paragraph using precise language and well-crafted sentences.
How to revise:
Adding detail
Cutting what is not needed
Rearranging
Substituting
HW: Revise and improve your "precept" paragraph for tomorrow. Print it out. More independent reading if you have time.
Friday, Sept. 20 (D Day)
"Precepts" paragraphs due.
Create dots for precept cards. Cut out precepts and glue on cards.
Finish in class.
HW: Independent reading
=====================
M 23 (E)
Camp Allen Trip
HW: Finish your Precept Trading Card assignment, if not completed on Friday. Continue with Independent Reading
T 24 (F)
Collect Precept Trading Cards
Housekeeping: Finish correcting quizzes; hand back graded work; collect work together in notebooks
Independent reading in class; update reading log
Introduce "Vision Statements"
Work on Wordskills, Unit 3
HW: Finish Wordskills Unit 3 if not completed in class; do independent reading with any time that is left
W 25 (A)
Mini-Lesson: Writing from Reading:
Continue with chapter 1 of A Wrinkle in Time to demonstrate
Write around -- how do we extend our understanding by writing about what we read?
Collect stickies from your independent reading book and write an extended responses from your responses
HW: Study for Vocabulary Quiz on Unit 3 (Wordskills)
Th 26 (B)
Vocabulary Quiz #3
Begin brainstorming for Vision Statements (these will be used for choosing CEOs of Design Teams)
HW: Finish brainstorming for Vision Statements using handout from class; bring your brainstorming notes to class tomorrow for an activity
F 27 (C)
Mini-lesson: Envisionment
Wondering
What does it look like?
What would you do?
How can you make me feel and experience your ideas?
Drafting of Vision Statements in class
HW: Independent Reading
From 2012
T (C)
Finish, mount, and display projects
Reflection in Composition Notebooks
Fresh Start (evening)
W (D)
Writing prompt: 15-minute reflection on "Shiva" project
What did you learn from the process of doing this project? What did you learn about yourself? What bumps in the road did you overcome, and how did you overcome them? What can you take away from this project and apply in the future?
English Workshop, Chapter 7: “Sentence Workshops,” pp. 59-71
- What is a sentence?
- Write three-word sentences.
- Sentence Fragments
- Run-on Sentences
- Stringy Sentences
Do exercises 1-14 (odd numbers) in English Workshop (Introductory Course) workbook.Th (E)
Discussion about classroom behavior
Collect Digital Tools Permissions forms
Continue English Workshop, Chapter 7: “Sentence Workshops,” pp. 59-71
Review sentence fragments, run-on sentences, and stringy sentences
Take review quiz
Double Period: Learning Teams meet and produce progress reports; include suggestions for blog name
F (F)
Independent Reading Project: "Twitter" Board (physical posts in 140 characters)
(demonstrate what you have learned from English Workshop, Chapter 7: “Sentence Workshops”
Double Period: Learning Teams meet and produce progress reports
Week 4 (Sept. 10-14)
Vocabulary Study, Introduction to Collaborize
M (A)
You will need:
White binder
Composition notebook
Permission forms (if not already turned in)
English Workbook
Opener:
Combine these sentences appropriately:
A boy named Scrub isn't happy about having to spend the summer with his grandma in Washington State. His Grandma owns the Intergalactic Bed and Breakfast.
English Workbook, Chapter 7, pp. 65-72 (combining sentences)
Work on exercises 5 and 6 in class; finish for homework.
Please turn in permission forms if you have not already done so.
I will be handing back summer reading assignments. Save these in your white binders as "artifacts" of your learning. Later this week, we will use these to review what you have learned about sentences.
T (B) - F (E)
Ms. Davis was absent unexpectedly due to a funeral out of state. Thanks for your patience with last-minute changes.
Mr. Howard collected and marked exercises 5 and 6 in the English Workbook
Vocabulary study and independent reading for the rest of the week